Frequency Distributions 2014 Administrators' Survey of Assessment Culture

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1 Frequency Distributions 2014 Administrators' Survey of Assessment Culture Copyright Matthew B. Fuller. DRAFT results provided below are for discusison purposes only. Questions may be different than stat ed below. Note: Categories with no responses do not appear in the basic output below. Unless otherw ise noted, most responses were collected on a 6 point scale where 6= Strongly, 5= A gree, 4= Only Slightly/Somewhat, 3= Only Slightly/, 2=, 1= Stro ngly. PURPOSE [Assessment is expected as part of my institution's continuous improvement process.] Strongly Somewhat Strongly PURPOSE [Assessment is an exercise primarily for compliance purposes.] Strongly Somewhat Strongly Page 1

2 PURPOSE [The purpose of assessment depends largely on who is asking for assessment results.] Strongly Somewhat Strongly PURPOSE [The purpose of assessment is clearly understood at my institution.] Strongly Somewhat Strongly PURPOSE [Assessment for accreditation purposes is prioritized above other assessment efforts.] Strongly Somewhat Strongly Page 2

3 PURPOSE [Assessment is emphasized as part of the institutional culture.] Strongly Somewhat Strongly PURPOSE [Assessment efforts do not have a clear focus.] Strongly Somewhat Strongly PURPOSE [Assessment is conducted based on the whims of the people in charge.] Strongly Somewhat Strongly Page 3

4 PURPOSE [Discussions about student learning are at the heart of my institution's assessment effort.] Strongly Somewhat Strongly PURPOSE [Assessment processes yield evidence of my institution's effectiveness.] Strongly Somewhat Strongly PURPOSE [My institution is more effective at its mission because of assessment.] Somewhat Strongly Page 4

5 PURPOSE [Students learn better because of assessment.] Strongly Somewhat Strongly FILL_PURPOSE Accountability Accreditation Compliance with governmental mandates Improving student learning Other Tradition Page 5

6 FILL_PURPOSE [Other] A combination of Improvement and Accountability purposes. Both accreditation and compliance with governmental mandates Continuous Improvement Delivering on our value proposition Improvement Improving our institution Improving student learning and institutional processes Institutional Effectiveness Without a clear focus, each of these LEADING [It is clear who is ultimately in charge of assessment.] Strongly Somewhat Strongly Page 6

7 LEADING [Senior leaders (i.e. President or Provost) have made clear their expectations regarding assessment.] Strongly Somewhat Strongly LEADING [I can name the office at my institution that leads student assessment efforts for accreditation purposes. ] Strongly Somewhat Strongly Page 7

8 LEADING [I can name the office at my institution that leads assessment efforts for student learning.] Strongly Somewhat Strongly LEADING [Assessment is primarily the responsibility of administrators.] Strongly Somewhat Strongly LEADING [Assessment is primarily the responsibility of faculty members.] Strongly Somewhat Strongly Page 8

9 LEADING [Official institutional communications encourage assessment of student learning.] Strongly Somewhat Strongly LEADING [Assessments of programs are typically connected to student learning.] Strongly Somewhat Strongly LEADING [Assessment is an organized, coherent effort at my institution.] Strongly Somewhat Strongly Page 9

10 LEADING [Assessment results are available to faculty by request.] Somewhat Strongly LEADING [My institution is structured in a way that facilitates assessment practices focused on improved student learning.] Strongly Somewhat Strongly LEADING [There is no systematic approach to assessment at my institution.] Strongly Somewhat Strongly Page 10

11 LEADING [There is a common language for engaging in assessment.] Strongly Somewhat Strongly LEADING [Budgetary decisions are tied to assessment results.] Strongly Somewhat Strongly SHARING [Assessment results are regularly shared throughout my institution.] Strongly Somewhat Strongly Page 11

12 SHARING [Assessment results are not intended for distribution.] Strongly Somewhat Strongly SHARING [Student assessment results are not regularly shared. ] Strongly Somewhat Strongly SHARING [Assessment success stories are formally shared throughout my institution.] Strongly Somewhat Strongly Page 12

13 SHARING [Administrators consistently share assessment data with faculty members.] Strongly Somewhat Strongly SHARING [Institutional constituents request assessment results.] Strongly Somewhat Strongly SHARING [The way we speak about assessment at my institution inspires me to get involved in it.] Strongly Somewhat Strongly Page 13

14 SHARING [Colleagues at my institution speak positively of assessment.] Strongly Somewhat Strongly SHARING [Senior leaders speak favorably of assessment.] Strongly Somewhat Strongly USE [Decisions are made using assessment data.] Strongly Somewhat Strongly Page 14

15 USE [Assessment results are used to scare employees into compliance with what the administration wants.] Strongly Somewhat Strongly USE [Assessment data are regularly used in official institutional communications (e.g., speeches, publications, etc.).] Strongly Somewhat Strongly Page 15

16 USE [Assessment data are used to identify to what extent student learning outcomes are met.] Strongly Somewhat Strongly USE [Assessment results are used for improvement.] Strongly Somewhat Strongly USE [Administrators use assessment to punish faculty members.] Strongly Somewhat Page 16

17 USE [Assessment results are criticized for going nowhere (i.e., not leading to change).] Strongly Somewhat Strongly USE [There is pressure to reveal only positive results from assessment efforts.] Strongly Somewhat Strongly USE [Senior leaders (i.e. president, provost, vice presidents) use assessment results in public ways (i.e., speeches, marketing efforts, media stories, etc). ] Strongly Somewhat Strongly Page 17

18 USE [Change occurs more readily when supported by assessment results. ] Strongly Somewhat Strongly ADMIN [The majority of colleagues at my institution perceive assessment is focused on compliance requirements.] Strongly Somewhat Strongly ADMIN [The majority of colleagues at my institution perceive assessment as improving student learning] Strongly Somewhat Strongly Page 18

19 ADMIN [The majority of colleagues at my institution perceive assessment as improving student learning] ADMIN [If assessment was not required I would not be doing it.] Strongly Somewhat Strongly ADMIN [The majority of colleagues at my institution are afraid of assessment.] Strongly Somewhat Strongly Page 19

20 ADMIN [The majority of faculty members are eager to work with administrators.] Strongly Somewhat Strongly ADMIN [I engage in assessment because I am afraid of what will happen if I do not.] Strongly Somewhat Strongly ADMIN [Assessment is a "necessary evil" in higher education.] Strongly Somewhat Strongly Page 20

21 ADMIN [It is difficult to get the majority of faculty members to support assessment-based improvement efforts.] Strongly Somewhat Strongly ADMIN [Assessment processes are clearly understood by a majority of the faculty members at my institution.] Strongly Somewhat Strongly Page 21

22 ADMIN [I am not convinced that assessment is necessary. ] Strongly Somewhat Strongly ADMIN [The majority of faculty members do not care about assessment.] Strongly Somewhat Strongly ADMIN [The majority of faculty members genuinely believe assessment supports student learning at my institution.] Strongly Somewhat Strongly Page 22

23 ADMIN [Assessment is a threat to academic freedom.] Strongly Somewhat Strongly ADMIN [Assessment is perceived as a punishment (i.e., something I regret being assigned).] Strongly Somewhat Strongly ADMIN [Assessment is a "good thing" for my institution to do.] Somewhat Strongly Your license will expire in 30 days. Page 23

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